1. The quality of teaching and the use of
assessment to support learning
Briefing for section 5 inspectors
This guidance is intended to help inspectors to judge the quality of schools’ teaching
and the use of assessment to support learning. It should be read in conjunction with
The evaluation schedule for schools.
Age group: All
Published: September 2010
Reference no: 090196

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learning and skills training, adult and community learning, and education and training in prisons and
other secure establishments. It assesses council children’s services, and inspects services for looked
after children, safeguarding and child protection.
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No. 090196
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3. Introduction
1.Judgements about the quality of teaching, including the effective use of
assessment, cannot be made in isolation. The evaluation schedule for schools has
been devised to ensure that inspectors and schools understand the importance of,
and make links between, different judgements. The key factor in judging teaching
and the use of assessment is their impact on pupils’ learning. While these are best
observed first-hand in lessons, judgements on teaching and the use of assessment
are not made solely through lesson observations.
2.In order to secure these two judgements it is essential that inspectors use the
range of evidence available. The evidence gathered to help inspectors reach these
judgements may also help inspectors when judging other aspects of the schools
work such as the range of pupils’ outcomes, other elements of provision and areas
relating to the school’s leadership and management.
Guidance
3.The new evaluation schedule focuses strongly on the achievement of different
groups of pupils as well as individuals. Therefore, it is vitally important that
inspectors look carefully at the impact of teaching and use of assessment for
different individuals/groups within the class, as guided by the pre-inspection briefing.
4.When observing lessons, a connection should be made to the impact that teaching
and the use of assessment have on learners’ behaviour, progress, and the quality of
learning, making specific reference to different groups of learners. Where possible,
inspectors should also seek to confirm judgements about attainment. Additionally, as
the learning and progress of pupils with special educational needs and/or disabilities
forms a separate judgement, inspectors should always try to include a comment on
the learning of these pupils when observing lessons, where relevant.
5.Inspectors should use their professional judgement when applying the outline
guidance and grade descriptors in The evaluation schedule for schools to guide their
observations and to support their judgements on the quality of what they see in
lessons.
6.When observing lessons, inspectors may find the following prompts helpful. It is
important that inspectors consider the impact of teaching and the use of assessment
in relation to different groups of pupils and individuals as well as the class as a
whole.
Quality of learning
 What are different groups and individual pupils actually learning as opposed
to doing?
Teaching and learning: briefing for section 5 inspectors
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4.  Are pupils consolidating previous skills/knowledge or learning something
new?
 Can all pupils make the links between previous/new learning?
 Can pupils talk about what they are learning, as opposed to simply
describing what they are doing?
 Do they consistently produce work of a good standard?
 Are pupils working independently? Are they self-reliant - do they make the
most of the choices they are given or do they find it difficult to make
choices? To what extent do pupils take responsibility for their own learning?
 How well do pupils collaborate with others? Do they ask questions, of each
other, of the teacher or other adults, about what they are learning?
 Are pupils creative, do they show initiative?
 How well do pupils follow routines/expectations?
Enjoyment of learning and attitudes
 Are pupils engaged, working hard, making a good effort, applying
themselves, concentrating and productive?
 Are pupils developing habits of good learning?
 Are pupils happy with their work? Are they proud of it?
 Are pupils interested in their work and in what they are learning? Or are
they easily distracted?
 How smooth is the transition from teacher input to group work? Do pupils
settle to work easily?
Assessment to support learning
 Are there any significant differences in the learning of different groups of
pupils, or of any individuals?
 Are pupils involved in assessing their own learning and progress?
 Do pupils know what they are learning and why?
 Do pupils have targets and do they understand what they mean/what to do
to achieve them?
7.When looking across the broader range of evidence, not just lesson observations,
but also by talking to pupils, scrutinising their work, talking to staff (and parents),
scrutinising the school’s records of pupils’ current learning and progress and looking
at evidence of past progress, for example through contextual value added data for
the past three years, inspectors may find the following prompts helpful. Again, it is
important that inspectors consider the impact of teaching and the use of assessment
in relation to different groups of pupils and individuals as well as the class as a
4 Teaching and learning: briefing for section 5 inspectors

5. whole. The following questions might be considered in terms of how far and how fast
different groups and individuals have ‘travelled’ in their learning.
Pupils’ progress
 Are different groups making the same/different progress?
 What new skills and knowledge are pupils gaining?
 How well are pupils developing ideas and increasing their understanding?
 Are pupils making gains at a good rate in lessons and over time as shown in
their work and the school’s records?
 How are weak/good literacy, numeracy and ICT skills affecting pupils’
progress?
8.Inspectors should use the outline guidance and descriptors in The evaluation
schedule for schools as prompts for questions about teaching and the use of
assessment. In addition they might find the prompts below, helpful. It is important to
note that judgements for teaching and use of assessment cannot be seen in isolation
from pupils’ learning and progress. Therefore the evidence gathered through
prompts such as those shown above, will help steer the judgements for teaching and
the use of assessment to support learning.
The quality of provision
 Are staff using assessment for learning strategies to enable them to
differentiate effectively?
 Are activities pitched at the right level to challenge pupils of different
abilities?
 How well does marking identify strengths and diagnose next steps to
improvement?
 How good is the dialogue and oral feedback? Are teachers alert to pupils’
lack of understanding during lessons?
 How effectively do staff use questioning to gauge pupils’ understanding? Are
expectations of behaviour sufficiently high?
 Are teachers alert to the social, emotional, and learning, needs of
individuals?
 What impact are any support staff having?
 Are resources sufficient? Are they well matched to needs to support
learning?
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